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Transcript of ESL School-Year Kickoff Training: Day 1

ESL: The Big Picture

What is an EL?Important acronymsELs in the U.S. and MinnesotaVariety within ELsMeet your EL "teammate"What is SLA?The English Language, in 10 mins.First vs. Second Language AcquisitionStages of SLAFactors impacting SLAEnglish language levelsSociolinguistics factors of EnglishWhat is ESL instruction?Triple A of ESLESL program modelsRevisiting ESL teammateWrap-Up and Reflection'13 TC ESL CM training, Day 1OverviewGoals and norms for our time togetherIntroductionsAbout meAbout youScheduleHow we're feelingKnowledge and questionsGroup Goals and NormsScheduleToday: ESL: The Big PictureOverview (30 mins)What is an EL? (40 min.)What is SLA? (2.5 hours)What is ESL instruction? (3 min.)Tuesday: What the WIDA?Wednesday: Long-term planningThursday: Daily planning and assessingIntroductionsAbout MeName: James KindleHometown: Riverton, WYCollege: ASU (journalism BA); Hamline (MAT ESL candidate)Experience: 4 years teaching ESL with students K-8; summer spent CMA; National Board Teacher candidateTwo truths and a lie:I have been to 5 different continentsI am terrified of sinkholesI read excellently upside downAbout YouHow We're FeelingHuman Likert Scale and FoldLine up in order of comfort levelFold in half and discuss why you feel comfortable or uncomfortable with this task with your partnerKnowledge and QuestionsKWLS ChartOn chart, fill out knowledge you already have about ESL instruction under the K, and questions you hope to have answered over the next 4 days under the W.Use your Likert scale to help you.GoalsI can identify major features of ESL instruction and the WIDA framework.I can analyze components of holistic, culturally responsive ESL instruction.I can describe goals for my students and steps I will take early in the year to get them there (via long-term planning, unit planning, and daily planning and assessing).NormsEveryone gets to speakStay engaged, or stop meBe solutions orientedI don't think you're children (but I'm going to treat you like them)Important AcronymsTerms for studentsEL: English learnerELL: English language learnerCLD: Culturally and linguistically diverse studentLEP: Limited English Proficient (government designation)OtherL1: First languageL2: Second languageELD: English language developmentELP: English language proficiencyMultilingual: MPS EL Dept.ELs in the U.S. & MinnesotaU.S.Largest growing population within U.S. schoolsPrimary first language: Spanish, Chinese, Vietnamese, French/CreoleMinnesota~60,000 ELs speaking ~200 different languagesPrimary languages: Spanish, Hmong, SomaliEnglish Language, abbrev.History:Old English: Started as variety of dialects of Anglo-Saxon tribes of Great Britain (influenced by Celts and Romans); one dialect begins to dominate (Beowulf)Old Norse invasion: Germanic influence on grammar and vocabularyMiddle English: Norman invasion: Latin (French) influence on vocabulary, borrower language (Chaucer)Modern English: Latin Renaissance (Shakespeare) continuing through Britain/U.S. world power colonization and hegemonyToday: Most speakers as first or other language (not most L1 speakers), most common lingua franca, most common Internet languageKey takeawaysEnglish highly influenced by Germanic and Latin languages (in vocabulary, alphabet, and structure)Speakers L1 can impact L2 developmentHighly important worldwideVariety within ELsBoth immigrant students and U.S. born studentsRefugee studentsMigrant studentsSIFE/SLIFEUndocumented students"Dual eligible" studentsYour EL teammateStudent will be the lens through which you view the work we do over the next four daysBased on a real student, though key details might have been changedRepresentative of the students you will work with this school yearStages of SLAPre-production/Silent period3-6 months (not all go through this stage)Student receiving a lot of languageGive opportunities for non-verbal responses or highly guided language use; focus on most common vocabularyProduction 6 monthsSpeech: short phrases of one or two wordsMemorized chunks of languageFocus on highly supported, interactive tasksSpeech EmergenceCommunicate with simple questions and phrasesOften make grammatical errorsFocus on vocabulary development, promoting academic languages useEarly FluencyMore complicated sentence structuresAble to share facts and opinionsFocus on supported grade-level workAdvanced Fluency5-10 yearsNative-level fluencyGrade level standards based workFactors that impact SLAAgeYounger students can mimic first language acquisitionOlder students can utilize metalinguistic skillsCritical Period Hypothesize: Idea that after a certain age (around puberty) native-like English is impossiblePersonality/Affective filterAnxious, introverted learners struggleOutgoing, willing-to-make mistakes learners do bestMotivationExtrinsic: Learn English to get a jobIntrinsic: Learn English to be a fuller personL1 and L2 relatednessStrategy knowledge/useL1 experienceMore experiences discussed in L1, literacy in L1, and parent literacy helpLanguage LevelsPhonetics/PhonologySounds in a language and relationship between sounds and letters"ph"=/f/ sound, English having no trilled rMorphologySmallest meaning-carrying units of a language"dogs" (2); unplugged (3)SyntaxOrganization of words in discourse"I see the cat": Subject-verb-article-objectSemanticsMeaning of words and phrasesDefine "dog"; define "dog-eat-dog world"PragmaticsAbility to use language functionally and socially Saying "What's up?" at a job interviewSociolinguistic featuresRegister: Level of formality of the setting for the language (and resulting standard language use)Talking with friends vs. giving a speechGenre: The purpose of the language being usedScientific explanation vs. business letterTopic: The focus of the language being usedSocial roles/audience: Relationship between communicator and receiverCode switching: Ability to move between different registers in different situationsTriple A of ESL instructionAccess to contentESL teachers provide scaffolds (and help classroom/content teachers provide scaffolds) so ELs understand content.Acquisition of English languageESL teachers focus on both content and language in lessons to ensure students are acquiring academic English.Advocacy for ELs and familiesESL teachers advocate for policies and programs that support families and value multilingualism and multiculturalism.ESL Program ModelsESLSelf-containedPull-OutPush-in shelteredSIOPTransitional Bilingual InstructionDevelopmental Bilingual InstructionTwo-way ImmersionNewcomer programsShow on poster, your model's FeaturesStrengths Weaknesses

Language Profile of EL Teammate-Using what you've learned today, create a profile for your EL teammate-Identify students'AssetsChallengesInstructional Areas of FocusQuestions you would like to have answered about them-Be prepared to share your discoveriesWrap-UpRevisit Likert scaleWhere has our comfort changed? Where is it still the same?Revisit KWLS; add new questions and learnings